Skip to main content
placeholder image

Computer-based learning of geometry from integrated and split attention worked examples: the power of self-management

Journal Article


Download full-text (Open Access)

Abstract


  • This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on parallel lines were taught to integrate spatially separated text and diagrammatic information by using online tools to physically move text to associated parts of a diagram. The moving of text aimed to reduce learners’ need to search between text and diagram, freeing cognitive resources for learning and affording learners’ control of their learning materials. The main hypotheses that learners who self-manage split-attention worked examples would perform better on test items than learners who study split–attention worked examples, and perform as well as learners who study instructor-managed integrated worked examples were confirmed. Theoretical and practical implications of the results are discussed.

Publication Date


  • 2015

Citation


  • Tindall-Ford, S., Agostinho, S., Bokosmaty, S., Paas, F. & Chandler, P. (2015). Computer-based learning of geometry from integrated and split attention worked examples: the power of self-management. Educational Technology and Society, 18 (4), 89-99.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2813&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1814

Number Of Pages


  • 10

Start Page


  • 89

End Page


  • 99

Volume


  • 18

Issue


  • 4

Place Of Publication


  • New Zealand

Abstract


  • This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on parallel lines were taught to integrate spatially separated text and diagrammatic information by using online tools to physically move text to associated parts of a diagram. The moving of text aimed to reduce learners’ need to search between text and diagram, freeing cognitive resources for learning and affording learners’ control of their learning materials. The main hypotheses that learners who self-manage split-attention worked examples would perform better on test items than learners who study split–attention worked examples, and perform as well as learners who study instructor-managed integrated worked examples were confirmed. Theoretical and practical implications of the results are discussed.

Publication Date


  • 2015

Citation


  • Tindall-Ford, S., Agostinho, S., Bokosmaty, S., Paas, F. & Chandler, P. (2015). Computer-based learning of geometry from integrated and split attention worked examples: the power of self-management. Educational Technology and Society, 18 (4), 89-99.

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2813&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1814

Number Of Pages


  • 10

Start Page


  • 89

End Page


  • 99

Volume


  • 18

Issue


  • 4

Place Of Publication


  • New Zealand